The Influence of Providing Target Group Descriptors When Setting a Passing Score.

Autor/inn/en	Impara, James C.; Giraud, Gerald; Plake, Barbara S.
Titel	The Influence of Providing Target Group Descriptors When Setting a Passing Score.
Quelle	(2000), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cutting Scores; Definitions; Groups; High Schools; Middle Schools; Pass Fail Grading; Secondary School Teachers; Standard Setting (Scoring); Standards + Suchen Sie Ihr Suchwort? Begriffsbestimmung; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Bewertungsskala; Standard
Abstract	A study was conducted to explore empirically the effect of different definitions of the target examinee on the judgment of panelists setting a passing score. Two cut score studies were done in a school district for the same test within a 6-month period, and different definitions of the target candidate were provided for each study. In October 1998, 15 teachers, all of whom were middle school or high school mathematics teachers, participated in the first standard setting exercise. The target student was called the "Barely Master Student," a student whose skills are sufficient to justify graduation, "but just barely." The methods and procedures for the April study were essentially the same, but the target examinee was designed to be more skilled. The 10 panelists who participated in both studies typically set higher standards when the target student definition represented a more skilled student. The findings suggest that under the same conditions, cut scores can be very reliably set across time and panels, but when elements of the cut score study change, the cut score may change accordingly. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01